A Brief Note On The And Lesbian And Gay Pride Week At An Elementary Classroom Essay

When I look at sexuality and my peers, I would say in middle and high school the messages were mixed. Negative messages were how LGBTQ individuals were treated if it was known they were of whichever letter in the alphabet, but also the negative messages came in the often heard usage of the word “faggot” to insult someone. To me, my peers then were exercising this idea of cultural destructiveness, or where they felt they (heterosexual) were the most superior sexual orientation compared to others. I would say the faculty at school when this would occur was more or less culturally blind, or they felt as though the sexual orientation of a student should not matter; however, I felt as though the faculty maybe didn’t understand the struggles an LGBTQ person goes through and how painful hearing

[The Gay-Straight Alliance (GSA) organization at my high school, which meets twice per month, generated a list of concerns that they shared with school administration. The focus was specifically about gender identity, the lack of support from school staff, and the daily scrutiny they face as a result of their sexual orientation and gender identity. Through collaboration with my colleagues it was evident that there had been an increase in teacher and student referrals surrounding gender identity. The feedback from GSA clearly identified that as a school we are not meeting the needs of our LGBT students and those struggling with sexual orientation. Members of the GSA clearly feel that teachers ignore negative comments like “gay” and “faggot” when they hear them in class, that teachers may not clearly understand gender neutral language, and that our Lesbian, Gay, Bisexual, and Transgender (LGBT) students do not feel safe and protected in school. Students needed support advocating for their right to use a restroom, correct pronoun, etc., requiring district, community, parent, and colleague

A troubling issue for schools now is how to deal with the issue of homosexuality. The struggle for gay rights often causes heated opposition, particularly on moral grounds from members of religious groups. (Essex, 2005, p. 43) Schools have an obligation to maintain a peaceful environment free of significant disruption, while supporting students' rights of free speech. Schools should ". . . create an environment that is characterized by respect for individual views and divergent forms of expression within reasonable limits. The challenge seems to involve achieving a reasonable balance between an orderly educational environment and respect for the free speech rights of students. Precisely, where do they draw the line?" (Essex, 2005, p. 44)

In the documentary, Noah, an 18 year old male to female transgender, many people in school ask question about her gender over and over again. Because of the harassment, many tend to drop out from school. “Harassment and bullying lead almost one-third of LGBTQ (lesbian, gay, bisexual, transgender, questioning) students to drop out of high school” (T Salazar). For most of them dropping out from school means working at a lower wage. Or even worse they became homeless. Some people argue that we should create a separate school of lesbian, gay, bisexual, and transgender (LGBT) students. However critics say that it means of “segregation or shielding the youth from the real world.” Giving a class about LGBT people in schools might be the solution, since students then will be aware of it. Education about LGBT people teaches not only students, but also the whole generation. Therefore, schools should be the primary targets to teach the society about LGBT

In the article, What Do We Say When We Hear ‘Faggot’? by Lenore Gordon, it talks about what teachers can do if students are using derogatory language that suggest that a student might be gay. This article confirms my theory that education is the key when it comes to changing what people think, “name-calling is so common among children, and because it embodies the bigotry learned from adults, it is a good place for educators to begin” (Gordon, 1995, p. 87). This article was written in 1995, but I feel like times are changing and children are learning at a younger age that words like faggot and dyke are not okay things to say. However, that does not mean that it still does not happen. It is our jobs as teachers to education our students and

Pascoe begins by pointing out ways in which the school as an institution plays a crucial role in the formation of masculinities. She often noticed teachers routinely ignored homophobic and sexist comments made by students. Students were never really punished for using words like “fag,” “gay,” or “dyke”. What are less obvious and more upsetting than the criticisms of the sex-ed program are the varied examples of the ways that “Heterosexual discourses were embedded in the physical environment of the classroom, teachers’ instructional practices, and students’ classroom behavior” (p. 39). From the pictures of boy/girl pairings on the walls, to the homophobic jokes between male students and male teachers, the schools’ complacency with heterosexism becomes undeniable. In one instance a boy and girl left the Winter Ball early, two vice principals joked “You two going to a hotel or what”? I feel that if two male students walked off that the administrators would have reacted in a different manner.

It’s very likely that LGBTQ youth are not able to get the help in school which causes them to have low self-esteem, not show up to school, and even engage in risky behavior. School psychologists must provide services for their entire student body and that includes youth apart of the LGBTQ community. Regardless of what their beliefs are it’s important that they give LGBTQ youth the support that they need and also help them work towards a positive identity while going the process of coming out. To assist LGBTQ youth with the decision of coming out, school therapists must create an environment that is conducive to trust, provide resources that will educate and foster empathy, and great care must be given to the type of therapy.

Education is an important factor in life in order to thrive, but LGBT students face harassment in school due to their identity. According to a Human Rights report conducted in 2001, two million American students in the LGBT

Often when we think of American civil rights history, we picture the African American struggle for equality; we think of famous court cases like Brown v. Board, a milestone in ending segregation in public schools; we think of Dr. King and the NAACP’s efforts to organize the black community through speeches, boycotts, and peaceful protests. But often times, when we discuss civil rights history in classrooms we tend to overlook the discrimination faced by other minorities and their separate movements towards social equality.

Supported by my high school principle, I researched the topic, created and presented a multimedia workshop to the Roslyn School District faculty discussing positive interventions for LGBTQ youth facing discrimination. The purpose of the training was to increase awareness of LGBTQ youth, to identify language that supports inclusion, and to offer interventions that address bias and discrimination in school settings.

Coming from a religion where defining yourself as LGTBQ is shamed upon and is sin. However, being born and raised in Oakville, Ontario I have always had a very open mind to everyone’s gender, sexuality and gender expressions. I think as a teacher it is very important to respect and understand queer pedagogy. Goldstein et al., (2007) and Skyes (2011) argue that schools need to change in order to meet the needs of diverse group of students.

Sexual orientation and gender identity are two things that members of the LGBTQ community often fear opening up about. They fear that they will be rejected or harmed because of who they are, and it is important that we make all aspects of our society a safe place for every human being, regardless of their sexual orientation or gender identity. As School-based risk and protective factors for gender diverse and sexual minority children and youth: Improving school climate explained, “64% of students feel unsafe at school because of sexual orientation prejudice, and 44% feel unsafe at school because of gender expression” (American Psychological Association). Therefore, schools in America should be making a conscious effort to make their buildings a safe, comfortable place for members of the LGBTQ community. Schools can do several things to promote the

Along with verbal abuse, LGBTQ youth also experience physical violence in schools across the country everyday. Back in the 1980’s and 1990’s sociologists such as Joyce Hunter thought that much of the physical abuse happening towards the LGBTQ population stemmed from the stigma and fear that came from the AIDS epidemic that was spreading rapidly among the gay community in that time. In a study as recent as 2003, 60% of LGBTQ youth had reported being assaulted physically due to their sexual orientation (Chesir-Taran, 2003) These physical actions towards the gay and lesbian youth has caused many to fear going to school. In fact, many LGBTQ students avoid school in order to escape the physical harassment. This drop in attendance has detrimental effects on the student’s academics (American Educational Research Association).

Lesbian, gay, bisexual and transgender individuals, also known as LGBT population have experienced a great deal of oppression worldwide. These particular individuals undergo discrimination from society, whether for reasons of ignorance, fear or intolerance, this population faces challenges in multiple areas of social justice sexual. Although the LGBT culture has made some strides in the areas of state and federal legislation, there is still a wide range of criminalization that takes place within our culture. Understanding the LGBT community and the history of their oppression may be the first step in becoming culturally competent. For many years this culture was denied their basic constitutional rights that were afforded to their equal heterosexual peers. Basic rights such as, adoption and marriage were uncommon to this culture until the 20th century.

What is equality? Is it just a political nomenclature or an ideological concept? Or is about working towards creating a fairer society in which each individual can enjoy his/her rights and freedom without any judgement considering that “[w]e will never have true civilization until we have learned to recognize the rights of others.” Will Rogers (1924, p210).